Teacher Quality and Evaluation and the Development of Accomplished Practice

Abstract

Teacher evaluation has become a key policy issue. Comprehensive programmes have been developed in the US which include assessment criteria and quality indicators and may also be linked to teacher tenure, recertification or pay. In the UK and NI less elaborate systems centre around monitoring classroom practice, appraisal and review using quality assurance frameworks or professional standards. The issue of the failing teacher highlights the complex process of improving practice. Defining effective practice and providing feedback that enables teachers to enhance their practice are crucial elements in the development of meaningful and reliable processes of teacher evaluation.